Abstract

This paper expands a proposed theoretical taxonomy of characteristics of teacher knowledge for planning and implementing technologically-enhanced lessons for elementary instruction across subject matter areas. The expanded taxonomy is derived from a cross case analysis of data from two consecutive studies in which a total of twelve pre-service teachers taught tech-enhanced lessons during a 7-week practice-teaching session. Data sources included a questionnaire, individual interviews, lesson plans, observations of pre-service teachers’ classroom practice, and post-lesson debriefings. The taxonomy of characteristics contributes to understandings of the types of knowledge pre-service teachers require for successful teaching with technology.

Keywords

Cited By

Mark Hofer, College of William and Mary, United States; Neal Grandgenett, University of Nebraska at Omaha, United States; Judi Harris, College of William and Mary, United States; Kathy Swan, University of Kentucky, United States